146 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 9 Technology to Enhance the Affective Learning Outcomes of Teacher Trainees Nor Aziah Alias Universiti Teknologi MARA, Malaysia Nor Aiza Alias Kepong Secondary School, Malaysia introDuction Technology is certainly not a panacea to all edu- cational problems but it has become indispensable to educators in schools and higher education institutions. This is especially true for computer and internet technologies. At the very least, the word processor aids the preparation and manage- ment of class instruction. This chapter focuses on how technology can be employed to enhance the affective outcomes of teacher trainees in teacher education. We specifically opt to deliberate on af- fective learning outcomes due to the challenges of educating teachers who are not only expected to have the knowledge, skills and affective attributes but to impart all three components to the students they are teaching. Teaching also takes place in an ill-structured, dynamic setting; it draws on various knowledge and directs at diverse groups of students whose characteristics and dispositions differ from one another. It is an overwhelming task and rather a difficult one to measure the outcomes of graduates of teacher education who are poised to “teach more by what they are than by what they say”. We refer to abstract This chapter focuses on the utilization of technology to enhance the learning outcomes of pre-service teachers in the context of post secondary four year teacher education program provided by higher education institutions. A brief description of technology in teacher education precedes the discussion on the learning outcomes with a specifc focus on the affective outcomes. Several guiding principles for enhancing the affective learning outcomes of pre-service teachers are furnished prior to describing a technology supported immersive learning approach to elicit such outcomes. The chapter concludes with a Malaysian immersive learning example that utilises the internet technology and collaboration with practitioners in schools. DOI: 10.4018/978-1-61520-897-5.ch009